Scoring Rubric for Kentucky On-Demand Writing 4 Points

Scoring Rubric for Kentucky On-Demand Writing

4 Points:

Writers at this score point level display consistent, though not necessarily perfect, writing skill, resulting in effective communication.

? The writer establishes and maintains focus on audience and purpose and effectively engages the audience by providing relevant background information necessary to anticipate its needs.

? The writer consistently develops ideas with depth and complexity to provide insight, support and clarification of the topic. The writer consistently develops ideas using appropriate and effective examples, details, facts, explanations, descriptions or arguments. In grades 5 and 6, writers may address counterclaims in support of opinion and argument; in grades 8, 10 and 11, counterclaims are addressed effectively to help support arguments. The writer may use a variety of techniques or approaches.

? The writer consistently organizes the writing by using a logical progression of ideas that flows within and between paragraphs. The writer consistently uses a variety of sentence lengths and structures. The writing includes a variety of transitional words and phrases that connects ideas and guides the reader. The writer uses appropriate organizational techniques (e.g., comparison/contrast, cause/effect, order of importance, reasons/explanations).

? The writer maintains an appropriate voice or tone. The writer consistently chooses words that are appropriate to the intended audience and purpose of the writing. The writer consistently uses correct grammar, usage, and mechanics (e.g., spelling, punctuation, capitalization) to communicate effectively and clarify the writing.

3 Points:

Writers at this score point level display adequate writing skill, resulting in effective, though not consistent, communication.

? The writer adequately establishes focus on the intended audience and purpose, but may not consistently maintain this focus, losing sight of audience or purpose on occasion. The writer provides adequate background information that generally anticipates audience needs.

? The writer develops ideas with adequate support, and clarification of the topic through examples, details, facts, explanations, descriptions or arguments. In supporting arguments and opinions, the writer in grades 5 or 6 may address counterclaims; the writer in grades 8, 10 and 11 addresses or considers counterclaims. The writer may use different techniques or approaches, but some are less successful than others; one technique may be prominent.

? The writer adequately organizes the writing by using a logical progression of ideas that generally flows from idea to idea, though connections between some ideas are less clear on occasion. The writer displays variety in sentence lengths and structures. The writing includes transitional words and phrases that generally guide the reader. The writer generally maintains organizational techniques, but organization and connection of ideas may become less clear on occasion.

? The writer may have occasional lapses in language that cause voice or tone to weaken. The writer chooses words that are generally appropriate for the intended audience and writing purpose. The writer adequately demonstrates correct grammar, usage, and mechanics (e.g., spelling, punctuation, capitalization) to communicate A few errors may occur that do not impede understanding.

ONGL:CP:OAA:re:v.2.0 KY on-demand writing rubric 04/16/2012

Scoring Rubric for Kentucky On-Demand Writing

2 Points:

Writers at this score point level display developing writing skill, resulting in less effective communication.

? The writer identifies a generalized purpose or audience but does not maintain focus on both. Instead, the writer focuses more on the task (creating a letter, speech, etc.) than the actual purpose or intended audience. Irrelevant or inconsistent background information demonstrates a general lack of awareness of audience needs.

? The writer demonstrates inconsistent development of ideas often presenting facts (sometimes in isolation from one another) with little insight, interpretation, or clarification. The writer provides minimal or irrelevant examples and/or details for support. The writer in grades 8, 10 and 11 may attempt to address counterclaims in support of arguments or is unsuccessful in the attempt. If the writer attempts to use different techniques or approaches, their relation to the writing purpose may be unclear.

? The writer demonstrates some attempt at organization, but often places ideas in an unclear order that disrupts the natural flow or cohesion. The writer occasionally uses varied sentence structures, but these appear alongside mostly simple sentences. Transitions are simple and infrequent. The writer may use organizational strategies inappropriately or ineffectively, such as attempting to use a comparison when it is not warranted.

? The writer often uses language that causes voice or tone to weaken or emerge only on occasion. The writer occasionally chooses appropriate words, but these appear alongside language that is simple or inappropriate for the intended audience or purpose. Frequent errors in grammar, usage, and mechanics (e.g., spelling, punctuation, capitalization) appear alongside occasional control of these features and may impede understanding of the text.

1 Point:

Writers at this score level demonstrate little or no writing skill, resulting in mostly ineffective communication.

? The writer may identify a general topic but demonstrates little or no awareness of purpose or audience. The writer does not provide background or show awareness of the needs of the audience.

? The writer gives little or no purposeful development of ideas, interpretation, insight or clarification. The writer provides no examples and/or details for support or the support is inaccurate or irrelevant. The writer in grades 8, 10, 11 does not address counterclaims in support of argument or opinion.

? The writer offers little or no organizational structure, placing ideas in no logical order. The writer uses little if any variety in sentence structures. Ineffective or absent paragraph divisions create a lack of cohesion. Few, if any, transition words or phrases are used.

? The writer's tone or voice is either inappropriate or absent. The writer uses simple or inappropriate words. Errors that appear in grammar, usage, and mechanics (e.g., spelling, punctuation, capitalization) impede understanding of the text.

ONGL:CP:OAA:re:v.2.0 KY on-demand writing rubric 04/16/2012

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